have a degree. Places for Primary and Secondary Shortage (e.g. Mathematics, Science and English) exceed those available for Secondary Non-Shortage (e.g. History). Some DRBs only offer places for Primary and Secondary Shortage. The training Training commences by working a small portion of a normal timetable (around 30%), and this gradually builds up over the year to 90% in the third term. The GTP will be supernumerary (in all but a very few exceptional circumstances), which means that qualified teachers must already be employed by the school to teach the classes allocated to the student. School policy varies on how day-to-day teaching by the student is allowed. Some schools will leave students to teach whole classes from the outset, supervised at a distance by the qualified teacher whose class it is and by the school-based mentor and senior tutor. Some schools will insist that the student only 'team-teach' with the qualified teacher present at all times until it is felt the student can cope on his or her own. GTP students are allowed to train on a more limited age range than the PGCE. At secondary level an example would be to train in two Key Stages, such as Key Stage 3 (Years 7-9 ages 11–14) and Key Stage 4 (Years 10-11, ages 14–16), rather than the full age range of 11-18. However, many GTP trainees will teach across the full 11-18 age-range and will invariably teach far more in those Key Stages than a PGCE student would. Alongside their teaching, the student has to compile dossiers of evidence to record lesson plans, observations and other experiences. These must prove they have reached each of the Training and Development Agency for Schools' 33 Standards required to achieve Qualified Teacher Status. The quantity and quality of evidence considered necessary to fulfil each Standard varies between DRBs, since the DRB has to interpret the TDA's requirements. In England only, the student must also complete the QTS Skills Tests to fulfil Standard 16. This is not required in Wales. A placement of several weeks at a second contrasting school is also required to ensure the training is not overly school-specific. for example, a trainee at a single sex grammar school might have a second placement at a mixed comprehensive. Throughout the training year the student is regularly inspected by the school-based senior tutor and mentor (usually departmental colleagues). A number of inspections of teaching